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Ariz Arnedo, Idoia

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Ariz Arnedo

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Idoia

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Ciencias

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0000-0003-3055-5560

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7826

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Author: González García, Esther × Item Type: Publication ×

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    PublicationOpen Access
    Potencialidades del frijol caupí para la resiliencia al cambio climático en sistemas agrícolas locales
    (2022) Santana-Baños, Yoerlandy; González García, Esther; Ariz Arnedo, Idoia; Carrodeguas Díaz, Sergio; Ciencias; Zientziak
    Las evidencias científicas sugieren tres usos fundamentales del frijol caupí, con agro-ecológicas y beneficios productivos, sociales y ambientales en los sistemas agrícolas locales; sin embargo, su rendimiento a nivel mundial y en América no experimenta crecimiento en los últimos años. Los resultados obtenidos en Pinar del Río, Cuba, sugieren la posibilidad de emplearlo como alternativa para la producción de grano pero debe fomentarse, desde la ciencia, la innovación y las instituciones y órganos de decisión a nivel local, la cultura de producción y consumo de esta leguminosa para su aprovechamiento en la sostenibilidad agrícola de los agro-ecosistemas.
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    PublicationOpen Access
    Learning plant biodiversity in nature: the use of the citizen–science platform iNaturalist as a collaborative tool in secondary education
    (MDPI, 2021) Echeverría Obanos, Andrés; Ariz Arnedo, Idoia; Moreno Echeverría, Judit; Peralta de Andrés, Francisco Javier; González García, Esther; Zientziak; Institute for Multidisciplinary Research in Applied Biology - IMAB; Ciencias; Gobierno de Navarra / Nafarroako Gobernua, CENEDUCA3/2019
    Biodiversity is a concept of great scientific interest and social value studied in different subjects of the secondary education curriculum. Citizen–science programs may contribute to increasing the engagement of students when studying biodiversity. This work aimed to explore the use of the citizen–science platform iNaturalist as a complement of the elaboration of herbaria in an outdoor activity for 4th course 16-year-old students in the Basaula Reserve. The platform iNaturalist was chosen for its suitability to develop collaborative projects in an educational context. The Basaula project was created and 122 students were trained to record plant species in an outdoor activity. A total of 32 species were recorded, among them the most abundant were beech (Fagus sylvatica) and holm oak (Quercus ilex). The students positively evaluated their experience, highlighting its adequacy to record biodiversity data and make a virtual herbarium. Students valued the innovative character of iNaturalist and its usefulness for research but also the opportunity to integrate mobile devices in school education. We concluded that iNaturalist is a valuable tool to carry out collaborative projects dealing with biodiversity in secondary education.